Thomas J. Garland Library Research Guide

Thomas J. Garland Library

Research Guide 2019-2020

1 *Adapted with changes from: Kurt R. Schmeller Library, The Research Process Guidebook 2015-2016

Table of Contents Understanding Your Assignment pg. 2

Primary & Secondary Sources pg. 3

Scholarly vs. Non-Scholarly pg. 4

The Information Cycle pg. 5

Evaluate Information Checklist pg. 7

Narrow Your Topic pg. 9

Refine Your Topic pg. 11

Develop Keywords & Related Terms pg. 13

Write a Thesis Statement pg. 16

Cite Your Sources pg. 18

Plagiarism and Paraphrasing pg. 24

Simple Paper Outline pg. 26

“They Say, I Say” Template pg. 28

Completed Paper Checklist pg. 31


Understanding Your Assignment Start with review your assignment. Be sure to read through the instructions and make a note of the

details your instructor has provided. Ask yourself the following:

When is the assignment due?

How long does your paper need to be?

Is your topic broad enough to find information as well as narrow enough so that you are not

overwhelmed with information?

How many sources are needed?

What types of sources do you need? (Scholarly journal articles, books, videos, news articles…)

Where should you look for those sources? (Library databases, Google, social media…)

If you have questions about research, who should you contact? (your instructor, your

librarians, your peers…)

What kind of assignment is it? (informative, persuasive, analytical, argumentative…)

What Citation Style are your required to use? (MLA- Modern Language Association, APA-

American Psychological Association, or Chicago/ Turabian)

Do you have an idea of how to organize and outline your paper?

Who do you contact when you need help writing your paper? (Tutoring Center, your

instructor…)

What is the format of the assignment? (1 inch margins, Times New Roman 12 point font…)

Be sure to look at the details of the assignment, this can ensure that you have a proper starting point

and it can give you some ideas on how to begin your research.


Primary & Secondary Sources At times, your instructor may require that some of your sources be Primary and/or Secondary sources.

So, what are Primary Sources?

Primary sources are typically immediate, first-hand accounts of a particular topic, most often from someone

who had a direct connection with the topic or subject. These sources are original texts and/or objects which

were written or created at the time of study. These types of sources have NOT been interpreted or edited in

any way.

Some examples include:

Original documents- video footage, interviews, speeches, laws, autobiographies, novels, diaries, poems, letters,

journal articles presenting original research, official records, maps, polling results, memoirs, census data, and

so on.

Creative works- music, paintings, sculptures, poetry, novels, plays, photographs…

Artifacts & objects- clothing, pottery, tools, weapons, coins, furniture…

Secondary Sources are a bit different.

These types of sources are one step removed from primary sources, usually scholarly articles written about

the topic. Secondary sources are created by someone who was generally not present when an event took

place. They may use primary sources to interpret or analyze and event.

Some examples of Secondary sources include:

Texts- encyclopedias, biographies, textbooks, non-fiction books…

Creative Works- art collages, documentaries, edited photographs…

Comparing Primary and Secondary Sources

Topic Primary Source Secondary Source

Current

Events

Video footage of shore damage

by Hurricane Katrina

A documentary about Hurricane Katrina that includes

video footage, interviews, and photographs

Literature The novel To Kill a Mockingbird

by Harper Lee

A literary criticism that analyzes human morality through

the characters in To Kill a Mockingbird

Physics Data from a space telescope A physics 101 textbook

Art The painting Starry Night by Van

Gogh

A journal article that references Starry Night to discuss

the history of post-impressionism


Scholarly vs. Non-Scholarly Sources

Check off the boxes to

determine whether

your article is

scholarly or not

Scholarly Articles

Non-Scholarly Articles

Who writes the

articles?

Scholars and researchers in the

field

Names & credentials are clearly

stated

Journalists/ staff writers

Names are not always noted

What is the purpose

of the articles?

To share the results of primary

research & experiments with

experts in their field To inform or entertain

Who reads the

articles?

Subject matter experts in the field

Those interested in the topic at a

research level- researchers,

college students, professors, etc.

Anyone

How long are the

articles?

Articles may be lengthy,

approximately 6 to 30+ pages

Articles may be short,

approximately 1 to 5 pages

Who decides which

articles are published?

Experts in the field review each

article for accuracy, relevance, etc.

(the peer review process)

Editors and other writers of

the publication decide based

on consumer appeal- no peer

review

How do the articles

look?

The majority have a simple black-

and-white format, charts, graphs,

statistics, list of references,

minimal or no advertising

Lots of pictures, photographs,

advertisements- designed to

appeal to the general public

Do the articles cite

their sources?

Always- using the official citation

style appropriate to the discipline

(APA, MLA, Chicago, etc.)

Rarely- though may link to a

source/ mention sources

informally in the text of the

article


The Information Cycle What is the Information Cycle?

The Information Cycle is the progression of media coverage of a newsworthy event over time

Understanding how the Information Cycle Progresses will let you know what kind of information is

available at a particular point in time

An “event” that begins an Information Cycle could be a: tsunami, election, just published research

article, novel, new building, terrorist act, new technology, etc.

Not all newsworthy events will complete an Information Cycle

Minutes after an event: Internet/ Social Media

Information:

Tends to be fragmented and basic, describing what happened and who was involved

Is continuously updated as new details become available

May lack details, facts, and accuracy

Is written by a mix of laypersons (a person without professional or specialized knowledge in a

particular subject), bloggers, journalists, etc.

Examples: Facebook, Twitter, YouTube, Instagram

Day/ Days after an event: News Reports

Information:

Contains more details about an event than earlier reports including quotes, statistics, interviews

Social Media

News Outlets

MagazinesJournalsBooks

References Sources


Is written by journalists, contributors, etc., and while often factual may reflect editorial bias

Does not include a reference list of sources, though may provide links to sources

Is intended for a general audience

Examples: The New York Times, CBS Nightly News

Week/ Weeks after an event: Magazines

Information:

Is more in-depth, and discusses the impact of an event on society, and public policy

Is written by journalists, contributors, etc., and while often factual, may not reflect editorial bias

Does not include a reference list of sources, though may provide link to sources

Is intended for a general audience

Examples: Time, New York Magazine

Months after an event: Scholarly Journals

Information:

Is written by people considered to be experts in the field: researchers, scientists, etc.

Is often original research about an event, sometimes including empirical data (information acquired by

scientists through experimentation and observation)

Includes detailed analysis, and a full list of sources (bibliography)

Is written for other researchers in the field and those interested in the topic at a research level

Examples: Journal of Islamic Studies, Journal of Financial Economics

Year/Years after an event: Books

Information:

Often expands analysis of an event using information found in journals, newspapers, and magazines

Will often place an event in a historical context

Is written by a mix of professional and non-professional authors

Will sometimes include in-text citation and a full list of sources

Examples: Columbine: A True Crime Story by Jeff Kass (2013)

Year/ Years after an event: Reference Sources

Information:

Is considered established knowledge

May lack the details and specifics of earlier sources of information (e.g. journal articles)

Provides summaries and overviews of the event, often with a list of sources

Written for a general audience

Examples: Encyclopedias, textbooks, dictionaries, handbooks


Evaluate Information Checklist Library databases and books are an excellent source for reputable, credible information. If you are unsure how

to access or use them, ask your librarian. Whether you use books, the internet, or scholarly journals in our

databases, completing this checklist will help to ensure your information needs are met. This is often called

the C.R.A.A.P. test and answering each question about your source will help you make sure that you have

credible information for your assignment.

1. CURRENCY- Some topics can be more time-sensitive than others.

a. How old or new is your source?

b. What year was it published?

c. Is the source current enough for your topic or assignment?

2. RELEVANCE- depending on your research needs, some information sources may be more relevant to

you.

a. How well does the source fit your information need?

b. Does the source provide that is useful in answering your research question?

c. Does the information support the point of view you need for your research question/ your own point of view?

3. AUTHROITY- authors of scholarly work should have knowledge about the topic or a sense or

expertise to analyze and study the topic.

a. Who wrote or created your source?

b. Are they affiliated with a university or organization?

c. What is the name of the university or organization?

d. What are the author’s credentials? (MD, PhD, RN, etc…)


4. ACCURACY- stated expertise and works cited, as well as where the source was posted help

determine how reliable the source is.

a. How reliable or truthful is the content of the source?

b. What sources are listed?

c. Do you notice any grammatical errors?

5. PURPOSE- many scholarly sources have been created for a reason, whether it is to persuade, to

inform, or even to sell something.

a. Why does the source and its information exist?

b. What is the source’s purpose? To inform? To persuade? To answer a research question? To provide an overview? To sell something?

c. Who is the source written for? General public? Professionals? Researchers? Students? Professors?

6. How Scholarly is your source?


Narrow Your topic Whenever you have the option to pick your topic, have you ever picked one, did some research and

realized…

The information you found was too vague or had a general quality to it

You became overwhelmed by the amount of information you found

You began to get frustrated- you didn’t know which direction to go

…it might have been, because your topic was TOO BROAD.

Consider the following questions that may help narrow your topic and guide your research.

For an example, these are some ways in which to narrow the broad topic of EDUCATION:

WHO are the people or groups that you want to focus on?

Example: college Students, minorities, Kindergarten – 12th grade, teachers…

WHAT aspect of the topic interests you?

Example: study habits, bullying, education reform, desegregation…

WHICH point of view or approach will you take?

Example: legal, ethical, psychological, scientific, historical, political…

WHEN did important events occur, if any?

Example: today, 1950’s, within the next ten years, during President Reagan’s years…

WHERE do you want to focus, geographically?

Example: Alabama, New York, Europe, China…

At times, it is possible to create several distinct research tracks from a singular broad topic.

For example:

Track #1- college students > study habits > psychological > today > China

Track #2- K-12 > education reform > historical > President Reagan’s years > New York

Track #3- minorities > desegregation > legal > 1950’s > Alabama


Narrow Your Topic Worksheet WHO are the people or groups that you want to focus on?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________

WHAT aspect of the topic interests you the most?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________

WHICH point of view or approach will you take?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________

WHEN did important events occur, if any, for your topic?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________

WHERE do you want to focus on, geographically?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________


Refine Your Topic A common mistake that many people make in the beginning of research is to pick a topic, no matter how

broad or narrow, and immediately try and find all the information they can about the topic.

A better way to start would be to refine your topic and turn it into a question that would be worth answering

or a problem worth solving (may require preliminary research). Once you have done that, you will be in a

position to find the specific information that you need, rather than be overwhelmed with information that is

not relevant to you.

The following template can help you refine your topic.

1. Topic: what you are writing about- I am working on the topic of:

______________________________________________________________________________

2. Indirect Question: what you want to know about the topic- because I want to know who/ what/

when/ where/ why/ if:

______________________________________________________________________________

3. Significance: why you want your reader (or yourself) to know and care about the topic- in order to

help my reader better understand:

______________________________________________________________________________

HINT: If you are having trouble moving from one stage to the next, keep asking yourself WHY? until you find

your answer.

You may not be able to answer the third question until you have completed some research, and/ or have

completed your first draft.

Examples:

1. Topic: I am studying “climate change” Why?

2. Indirect Question: because I want to know how “global warming could impact Tennessee” Why?

3. Significance: in order to “know how to prepare for flooding”

OR

1. Topic: I am researching “social media” Why?

2. Indirect Question: because I want to know what “Twitter does with user data” Why?

3. Significance: in order to “find the best ways to safeguard privacy when online”


Refine Your Topic Worksheet If you have trouble moving from one stage to the next, keep asking yourself WHY? until you find your

answer.

The third stage may not be answered until you help completed some research and/ or have your first draft.

I am working on the topic of:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________

because I want to know who/ what/ when/ where/ why/ if:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________

in order to help my reader (or myself) better understand:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________


Develop Keywords and Related Terms Keywords: Keywords will help you search for resources in library databases. Keep in mind databases prefer

keywords to phrases or questions. You will receive broader results when using keywords.

Think about your topic, determine what the main concepts or points are for it. Then consider what words or

terms can be used to describe it.

For example, if you read an article about “racial profiling” and the “police” and this is something you would

like to write about, keep in mind:

The keywords that YOU use may not be the same as what others would use to describe the

same concept

Consider the synonyms (or similar words) for each keyword you would use

Brainstorm and write down any keywords and synonyms you find during your research

Try to combine some keywords (with Boolean Operators) to see what results you get

Racial Profiling

Ethnic Profiling

Racial Discrimination

Racial Prejudice

Police

Law Enforcment

Authorities Detectives

Cops


Related Terms

These are terms that are associated with your topic, without being synonyms for it

As an example, “poverty” and “food stamps” are related terms, but they are two different things with

different meanings

Think about what terms are related to your topic and write them down as you conduct your research

This can help you direct your search and find the exact results you want

If needed, gather some background information.

Background Information from reference sources like dictionaries or encyclopedias can help build a foundation

for your topic, as well as provide terms that are similar or relate to your topic that you might not have thought

of.

Credo Reference, Gale Virtual Reference, and Opposing Viewpoints are a few library databases that would be

a good place to start.

Racial Profiling

Hispanics

African Americans

Crime Rates

Privacy Law

Police Commissioner

New York

Chicago


Keywords and Related Terms Worksheet Keywords for your topic- Similar Words (synonyms)

Related terms for your Keywords


Write a Thesis Statement Often the best thesis can be written after you have completed some research on your topic. It will usually

consist of three parts:

1. Your topic

2. Your position on the topic

3. Evidence- based reasons for your position on the topic

Use this template to help write your thesis statement:

“My topic” is/ contributes to “my position on the topic” because of “reason 1”, “reason 2”,

and “reason 3”.

Example:

1. Social Media leads to a decline in student grades because it takes up time a student could spend

studying. It leads to attention deficit disorder and causes depression.

2. In terms of rhythm, the tendency to sample the melodies of the day, and musical structure, there are

undeniable similarities between hip-hop and classical music.

3. It should be illegal to own pet giraffes in the city because they eat all the shrubs, it is hard to clean up

after them, and they damage property.

A common obstacle in creating a good thesis statement often happens when you have chosen a topic that is

either too broad or too narrow. If your topic is too broad, your thesis will end up vague; if your topic is too

narrow, it will be difficult to find evidence to back up your claim.


Thesis Statement Worksheet 1. Your Topic:

______________________________________________________________________________

2. Your position on the topic:

______________________________________________________________________________

3. Evidence-based reasons for your position:

a. ___________________________________________________________________________

b. ___________________________________________________________________________

c. ___________________________________________________________________________

Working Thesis:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________

As you continue to conduct your research, you will need to modify or adjust your thesis statement. Your

opinion may change as you think about your topic, you may find evidence that changes your mind. Consult

your professor if needed.

Final Thesis Statement:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________


Citing Your Sources- The Basics Anytime you use a source, whether it’s the general idea, a paraphrase, or even a direct quote, make sure you

cite your source properly. Check with your professor or syllabus to see what style you should use for the

assignment.

For any citation, any style, or source type, you will need the following information about the source:

author: Who is responsible for this work?

date: When was this work published?

title: What is this work called?

source: Where can I retrieve this work?

For assistance with APA, refer to the quick reference guide here: https://apastyle.apa.org/instructional-

aids/reference-guide.pdf

For any other source type APA style, refer to the reference examples here: https://apastyle.apa.org/style-

grammar-guidelines/references/examples

For assistance with MLA, refer to their guide here: https://style.mla.org/formatting-papers/

For help with MLA citation, practice with the Guide here: https://style.mla.org/works-cited-a-quick-guide-

book/

If you need further assistance or wish to ensure proper formatting and citation, ask a tutor, librarian, or your

instructor.

Example APA Style:

Journal

Grady, J. S., Her, M., Moreno, G., Perez, C., & Yelinek, J. (2019). Emotions in storybooks: A comparison of

storybooks that represent ethnic and racial groups in the United States. Psychology of Popular Media

Culture, 8(3), 207–217. https://doi.org/10.1037/ppm0000185

Book

Sapolsky, R. M. (2017). Behave: The biology of humans at our best and worst. Penguin Books.

Website

Fagan, J. (2019, March 25). Nursing clinical brain. OER Commons. Retrieved September 17, 2019,

from https://www.oercommons.org/authoring/53029-nursing-clinical-brain/view

https://apastyle.apa.org/instructional-aids/reference-guide.pdf


https://apastyle.apa.org/style-grammar-guidelines/references/examples


https://style.mla.org/formatting-papers/

https://style.mla.org/works-cited-a-quick-guide-book/


https://doi.org/10.1037/ppm0000185

https://www.oercommons.org/authoring/53029-nursing-clinical-brain/view


Example MLA Style:

Journal

Lorensen, Jutta. “Between Image and Word, Color, and Time: Jacob Lawrence’s The Migration Series.” African

American Review, vol. 40, no. 3, 2006, pp. 571-

86. EBSCOHost, search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=24093790&site=ehost-live.

Book

Copeland, Edward. “Money.” The Cambridge Companion to Jane Austen, edited by Copeland and Juliet

McMaster, Cambridge UP, 1997, pp. 131-48.

Website

“Athlete's Foot - Topic Overview.” WebMD, 25 Sept. 2014, www.webmd.com/skin-problems-and-

treatments/tc/athletes-foot-topic-overview.

Don’t forget those hanging indentions! And if you are still uncertain on how to cite a particular source, refer to

the official style guides, websites or books, or ask a tutor or librarian to look over your citations.

Remember, citing your sources, gives credit to the original authors, strengthens your paper and shows your

work. This will also help you to avoid plagiarism.

http://www.webmd.com/skin-problems-and-treatments/tc/athletes-foot-topic-overview

http://www.webmd.com/skin-problems-and-treatments/tc/athletes-foot-topic-overview


Citing Your Sources Work Sheet- APA Use the following templates to practice writing out your citations.

Journal

Author, A. A., (Year). Title of the article. Name of the Periodical, volume number(issue number), page

number(s). https://doi.org/xxx or URL

Book

Author, A. A., (Copyright Year). Title of the book (edition number, if available). Publisher. DOI or URL (if online)

Website

Author, A. A. (publication date). Title of web page. Title of Website. URL

*if the webpage does not have an author, you the title of the website in the author’s place when writing the

citation.

Journals

___________________ , (___________). ___________________________________________ .

__________________________________________ , ______ (______), ____________ .

_________________________________________________________________________

___________________ , (___________). ___________________________________________ .

__________________________________________ , ______ (______), ____________ .

_________________________________________________________________________

Books

___________________ , (___________). ___________________________________________ (______).

__________________________________________ .

_________________________________________________________________________

___________________ , (___________). ___________________________________________ (______).

__________________________________________ .

_________________________________________________________________________


Websites

___________________ (___________). ___________________________________________ .

__________________________________________ .

_________________________________________________________________________

___________________ (___________). ___________________________________________ .

__________________________________________ .

_________________________________________________________________________

___________________ (___________). ___________________________________________ .

__________________________________________ .

_________________________________________________________________________

You can always double check your citations here:






Citing Your Sources Work Sheet- MLA Use the following templates to practice writing out your citations. Remember MLA uses the author’s full

name, rather than the last name and initials.

Journal

Author(s). "Title of Article." Title of Periodical, Day Month Year, pages. URL. Accessed date.

Book

Last Name, First Name. Title of Book. City of Publication, Publisher, Publication Date.

*if an eBook, note the format after the title, but before publisher information

Website

Author. “Title of Web Page.” Title of Website. Publication Date, URL. Accessed date.

Journals

_________, __________. "_________________________________." ____________________________,

__________________________, __________________.

__________________________________________________________. Accessed

_________________.

_________, __________. "_________________________________." ____________________________,

__________________________, __________________.

__________________________________________________________. Accessed

_________________.

Books

_____________, ______________. _____________________________. ___________________,

________________________, ________________, ____________.

_____________, ______________. _____________________________. ___________________,

________________________, ________________, ____________.


Websites

________________, ________________. “______________________________.”

______________________________________. _______________,

____________________________________. Accessed ___________________.

________________, ________________. “______________________________.”

______________________________________. _______________,

____________________________________. Accessed ___________________.

________________, ________________. “______________________________.”

______________________________________. _______________,

____________________________________. Accessed ___________________.

You can always double check your citations here:


Or practice here: https://style.mla.org/works-cited-a-quick-guide-book/




Plagiarism and Paraphrasing Citing your sources will help you avoid plagiarism. But what is plagiarism?

According to many dictionaries to Plagiarize is:

to steal and pass off (the ideas or words of another) as one's own

to use (another's production) without crediting the source

to commit literary theft

to present as new and original an idea or product derived from an existing source

In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it

afterward. (Plagiarism, 2017)

There are many ways that you could plagiarize and not realize. See Turnitin’s Plagiarism Spectrum:

https://www.turnitin.com/static/plagiarism-spectrum/

1. For instance, if you submit something word-for-word as your own, you have plagiarized. Especially, if

you have had someone else write the paper for you and you just put your name on it. (Clone)

2. If you simply copy and paste a sentence or paragraph without citing its source, you have plagiarized.

(CTRL+C)

3. If you copy a sentence and change a few words or phrases, but keep the same sentence structure, you

have plagiarized. (Find and Replace)

4. If you submit a paper that you used somewhere else, such as in another class, but don’t change

anything, you have plagiarized yourself. If you do want to attempt to submit a previous work of you

own, ask your instructor first. (Recycle)

If you are not careful and don’t cite your sources, you could end up plagiarizing which could lead to failing an

assignment to failing a class. If you plagiarize in the workplace, you could lose your job.

So try to avoid it by, citing your sources, writing in your own words and using quotations with the proper in-

text citations.

When in doubt, cite your sources. This can help you show that you are not just using another’s words, but that

you have processed and understood the ideas that your source is providing. It can also strengthen you own

thoughts, by showing outside support to your ideas.

Most instructors will want you to paraphrase, rather than directly quote something. A paraphrase is restating

another’s idea in your own words. Simply changing a few words around in the original sentence is not a

legitimate paraphrase.

Knowing how to paraphrase properly, can help your own ideas shine while showing that there have been

others to back up your words. Give credit where it is due, but try showcase your own writing.

https://www.turnitin.com/static/plagiarism-spectrum/


Paraphrasing Worksheet

Use the following worksheet to practice.

The Six Steps to Effective Paraphrasing from the O.W.L. at Purdue:

https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/

paraphrasing.html

1. Reread the original passage until you understand its full meaning.

2. Set the original aside, and write your paraphrase on a note card.

3. Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.

4. Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form.

5. Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.

6. Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.

Exact Quote or Idea You wish to use and its Source:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________

What are the main points that you wish to get across in your own writing?

__________________________________________________________________________________________

__________________________________________________________________________________________

___________________________________________________________________________

Try to paraphrase and use your own words, then check that the sentence structure is different and any

unique terms or phrases are in quotations (you can also follow the steps above if you wish):

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________

*When in doubt, if you can’t adequately paraphrase, quote and cite.

https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html

https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/paraphrasing.html


Simple Paper Outline

Most professors will ask you to create an outline for your paper, but an outline can help you keep your

thoughts organized and allow your paper to flow easily. Follow this simple outline to get started:

I. Introduction

a. Introduce your topic, use an attention grabbing type of sentence, a quote, or statistic

b. Provide some brief background information about your topic (be sure to cite any sources used

here)

c. Thesis statement- state your position on the topic, and briefly outline your evidence-based

reasons that back up your position

II. Body

a. Point 1

i. Present your evidence (remember to cite any sources used here)

ii. Consider any alternate viewpoints that may exist

iii. Explain how the evidence relates to your thesis and standpoint on the topic

b. Point 2

i. Give your evidence (citing any sources used, as always)

ii. Consider those alternate viewpoints, if any

iii. Explain the evidence and its relation to your thesis

c. Point 3

i. Provide the evidence (cite those sources!)

ii. Consider any alternate viewpoints

iii. Explain the evidence and how it relates to your thesis (remember every explanation

should always point back to your thesis)

III. Conclusion

a. Summarize the topic and your position

b. Explore the implications of any points you made or raised throughout the paper

c. Consider any practical applications to your findings

Every point that you make in your paper, should always point back to your thesis. Try not to get side-tracked

or lost in thought. Use the outline as a set of guidelines to help you stay on track.


Simple Paper Outline Worksheet I. Introduction

a. Attention Grabber/ Paper Hook:

________________________________________________________________________

b. Background:

________________________________________________________________________

c. Thesis Statement:

________________________________________________________________________

II. Body

a. Point 1

i. Evidence:

_________________________________________________________________

ii. Alternate Views:

_________________________________________________________________

iii. Relation to Thesis:

_________________________________________________________________

b. Point 2

i. Evidence:

_________________________________________________________________


_________________________________________________________________


_________________________________________________________________

c. Point 3

i. Evidence:

_________________________________________________________________


_________________________________________________________________


_________________________________________________________________

III. Conclusion

a. Summarize topic/ position:

________________________________________________________________________

b. Explore the implications of your findings/ ideas:

________________________________________________________________________

c. Consider any practical implications of your findings/ ideas:

________________________________________________________________________


“They say, I say” Templates Adapted with changes from: Graff, Gerald and Cathy Birkenstein. They Say/ I Say: The Moves that Matter in

Academic Writing. New York: Norton, 2010

The following templates and transitions, adapted from Graff and Birkenstein, will help you present your thesis,

supporting evidence as well as opposing evidence in a clear, straightforward manner. Remember to cite all of

your sources, both in-text and in your works cited/ bibliography page at the end of your paper. These

templates can help you structure your sentences and help you get your ideas and evidence across to your

reader.

When Introducing Standard Views:

Many psychologists think that ___________.

The status quo has it that ___________.

Many people assume that __________.

When Introducing Quotations:

X claims “___________.”(in-text citation)

According to X “____________.” (in-text citation)

X states “___________.”(in-text citation)

When Explaining Quotations:

In essence, X is saying ____________. (paraphrase and cite)

What X means is that ____________. (paraphrase and cite)

In saying ___________, X urges us to _____________ .(paraphrase and cite)

When Signaling Who is Saying What:

According to both X and Y ____________.

X argues that students should ______________.

My own view, however, is that _____________.

When Capturing Authorial Action (e.g. in summary):

X agrees that ____________.

X concedes that _____________.

X observes that ____________.

X claims that ___________.

X argues that ______________.

X demonstrates that ____________.

X reminds us that ___________.

When Adding Metacommentary:

What this means is _________.

In sum _____________.

Put in another way ____________.

X’s point is not ___________, but rather ___________.

Article X explores ___________, while Article Y considers ____________.

When Disagreeing, with Reasons:

I disagree with X, because I think he/she/they overlooks ____________.

X’s belief about __________ rests on the faulty assumption that ___________. Furthermore, research shows ____________.


Here, X contradicts him/them/herself. On the one hand he/she/they state(s) ____________. While on the other hand he/she/they say(s) _____________.

When Agreeing with a Difference:

X’s research on _______ is important, as it sheds insight on why __________.

I agree that ____________, a point that needs emphasizing since so many people believe _________.

If group X is right that __________, then we need to reassess the popular assumption that __________.

When Agreeing and Disagreeing Simultaneously:

Although I agree with X to a point about ___________, I cannot accept his/her/their overall conclusion that ___________.

X is right that __________, but he/she/they seem(s) on more dubious ground when he/she/they claim(s) that ___________.

My feelings on the issue are mixed. I do support X’s position that __________, but I find Y’s argument about _____________ and Z’s research on ___________ to be equally persuasive.

When Embedding Voice Markers:

X overlooks an important point about __________ when he/she/they say(s) __________. In fact __________.

I wholeheartedly endorse what X calls ____________.

These conclusions, which X discusses in ____________, add weight to the argument that __________.

When making Concessions While Still Standing Your Ground:

Although I grant that ____________, I still maintain that ________.

While it is true that ___________, it does not necessarily follow that _____________.

On the one hand I agree with X that ___________, but on the other hand, I still insist that ____________.

When Indicating Who Cares:

______ used to think ______, but recently, ___________ suggests that __________.

At first glance, college students appear to ___________, but on closer inspection _________.

Researchers have long assumed that ___________. For instance, one eminent psychologist X long argued that __________. However, new research on the topic shows that _______.

When Establishing Why Your Claims Matter:

X matters/is important because ____________.


These conclusion/ This discovery will have significant application in __________ as well as _________.

Although X may seem of concern to only a small group of _________, it should in fact concern anyone who cares about _________.

When Comparing Two or More Studies/ Findings:

By demonstrating __________, X’s work extends the findings of Y.

The results of X contradict Y’s conclusion that __________.

X’s findings call into question the widely accepted theory that __________.

When Explaining an Experimental Result:

One explanation for X’s finding of __________ is that ___________. Al alternative explanation is ____________.

The difference between ________ and _________ is probably due to ___________.

When Introducing Gaps in the Existing Research:

Studies of X have indicated ___________. It is not clear, however, that this conclusion applies to _________.

__________ often take for granted that __________. Few have investigated this assumption however.

X’s work tells us a great deal about _________. Can this work be generalized to _________?

Commonly Used Transitions

Cause and Effect “accordingly” “as a result” “since” “therefore” “thus”

Conclusion “to sum up” “in conclusion, then” “consequently” “hence” “it follows, then”

Comparison “along the same lines” “in the same way” “likewise” “similarly”

Contrast “despite” “although” “nevertheless” “on the other hand” “on the contrary”

Addition “also” “moreover” “furthermore” “so too” “besides”

Concession “granted” “admittedly” “I concede that” “although it is true that” “of course”

Example “for instance” “consider” “for example” “to take a case in point” “as an illustration”

Elaboration “in other words” “to put it in another way” “in short” “by extension” “to put it bluntly”

Always try and write in your own words if able. These templates are simply to help you

transition your thoughts or explain certain points in your writing. When writing your papers,

you want to sound genuine and true to yourself and your own writing.

Adapted, with changes from: Graff, Gerald and Cathy Birkenstein. They Say/ I Say: The Moves

that Matter in Academic Writing. New York Norton, 2010.


Completed Paper Checklist Consult this checklist to ensure you have thoroughly researched and revised your assignment.

I have addressed all parts of the assignment

I consulted my professor if I had any questions or concerns about my paper.

My name is in the proper place for my assignment.

The paper is formatted correctly as per the assignment instructions (1” margins, Times

New Roman or instructor preferred font and formatting).

All of my sources are cited throughout my paper (in-text citations) and also in my

bibliography/ works cited page, with the required citation style (APA, MLA, Chicago/

Turabian…)

I have read the plagiarism statement in the syllabus, understand it, and agree to abide

by the definitions and penalties described there.

I consulted with a librarian for help with

_ Topic selection and refinement

_ Finding credible, authoritative sources of information

_ Citing my sources

I used a variety of credible, authoritative evidence (for example, quotes, examples,

facts, illustrations) to reinforce my arguments.

I consulted a Tutor to help improve my paper’s organization, argument, sentence

structure and style.

My paragraphs are organized logically and help advance my argument.

My conclusion summarizes my argument and explores its implications: it does not

simply restate the topic paragraph.

I have proofread my paper carefully, not relying on my computer to do it for me.

Adapted, with changes, from How Learning Works: Seven Research-Based Principles for Smart

teaching. Jossey-Bass: San Francisco.

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Thomas J. Garland Library Research Guide

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